A Study On The Teaching Practice Of High School Chinese Painting Under The Perspective Of Discipline Integration

Since the comprehensive implementation of the new curriculum reform in 2001,the development of the subject today and in the future has become more and more inclined towards the nature and educational attributes of the subject,which will inevitably extend to the width,breadth and depth of subject knowledge,with the ultimate result being interdisciplinary integration.In 2017,a new module on Chinese painting and calligraphy was added to the GCSE art curriculum,emphasising that the learning of this module will help students to understand and appreciate the unique cultural connotations of Chinese painting and to develop cultural confidence.In the context of cultivating "core literacy",several education documents issued by the Ministry of Education in China have repeatedly proposed curriculum integration and the integration of knowledge from various disciplines in teaching,and have clearly pointed out the importance of interdisciplinary integration programmes in primary and secondary schools for the development of students’ comprehensive abilities.Therefore,in order to promote the implementation of the concept of disciplinary integration teaching in actual teaching practice,this paper analyses and integrates the teaching content of high school landscape painting,clarifies the basic framework of disciplinary integration in high school Chinese painting,and examines the practice of disciplinary integration teaching in high school Chinese painting.Firstly,the concept of subject-integrated teaching is defined,and the basic components and characteristics of subject-integrated teaching activities in high Chinese painting are briefly described,laying a theoretical foundation for teaching design.Then the educational value of Chinese landscape painting is analysed,the significance of subject-integrated teaching of landscape painting in the senior secondary art curriculum is explored,and the basic framework of subject-integrated teaching of senior secondary Chinese painting is determined.A comprehensive understanding of the actual situation of teaching landscape painting is provided through student questionnaires and teacher interviews.Based on the high school art curriculum standards and the arrangement of the content of the Xiangmei edition of the textbook,the selected teaching content is analysed,as well as identifying relevant teaching activity ideas.Secondly,the curriculum programme is designed to better meet the developmental needs of the students,and the general ideas for teaching the unit objectives,teaching methods and key points of traditional Chinese landscape painting are formulated according to the needs and abilities of the students.Finally,specific teaching practices are carried out according to the teaching design,and the implementation effects are evaluated on a case-by-case basis to analyse whether the particular teaching format meets the overall objectives of the art curriculum,and to reflect on and summarise the problems encountered in practice.After theoretical discussion and teaching practice,it is clear that teaching the subject integration of high school Chinese painting has significant advantages in terms of enhancing students’ aesthetic and integrative thinking skills as well as their ability to investigate and solve problems,and also has positive implications for the development of teachers’professional competence.In addition,any teaching philosophy or method needs to be constantly adapted to specific teaching practices in order to meet the needs of different stages of classroom teaching.